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Teacher Candidate: Mamie Smith Date: March 16, 2017


School: Poca High School Grade/Subject: 9th-12th Grade Art
Lesson Topic: Principles of Design: Balance Mandala Artwork

Instructional Objectives/ Student Outcomes


1) Students will be able to understand the history behind the Mandala and how it impacts a
culture or society.
2) Students can demonstrate how to properly create a Mandala using precision and color.
3) Students will be able to use color to personalize their Mandala to represent themselves.

WV CSOs
VA.O.VAI.3.03: Apply problem-solving skills in the creative process selecting subjects,
symbols, and ideas for use in their own artwork.
VA.O.VAI.5.03: Use a critical process to draw comparisons between their artwork and historical
or cultural artwork.
VA.O.VAII.4.03: Demonstrate in their own artwork a relationship to history, aesthetics, and
culture.

National Standards
VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to
examine, reflect on, and plan revisions for works of art and design in progress.
VA:Pr6.1.IIa: Make, explain, and justify connections between artists or artwork and social,
cultural, and political history.
VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence
personal responses to art.

ISTE Standards
ISTE 1c.: Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes.
ISTE 2c: Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources.
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Management Framework
Overall Time 90-minute lesson

Time Frame 10-minutes: Introduction and explanation of Kahoot! game.


10-minutes: Video and Kahoot! game
5-minutes: Discussion about Kahoot! game and video.
20-minutes: Demonstration of Mandala Drawing
30-minutes: Students draw their Mandala
10-minutes: Closure
5-minutes: Clean-up
Strategies
Teacher/student led discussion, independent creating time, teacher demonstration, discovery
learning, and scaffolding.

Differentiated Instruction/ Adaptations/ Interventions


One student has a visual issue, so I will place her closer to the projected screen to see the video
and the Kahoot! game. I will also read all the questions and answers out loud, so she will be able
to hear if she still cannot see. For the Mandala demonstration, I will remind her of the first
project of the week to create her base layer. I will also be there to help her if she is struggling
with drawing the image, and I will say the questions out-loud so she can hear them.

Procedures
Introduction/ Lesson Set
I will begin the class by assessing what the students already know by asking questions. I will ask
my students, Can you explain what balance is in art? (Many will answer either something
symmetrical or something asymmetrical.). Once we discuss the meaning of balance, I will
introduce the idea of a Mandala. I will then ask students, How would you apply what you
know to create a Mandala? (Students may mention radial balance, or using the compass
technique to create circles). Then I will prepare a video to show and explain that students will
play a game (Kahoot!) to show retention.
Body and Transitions
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Introduce the lesson and state the objectives for the day.
o (Stated above)
Explain what Kahoot is.
o (Explain expectation of phone use. If students do not have a smartphone, I will
allow them to work together or bring in laptops.)
Watch the Mandala video and play the Kahoot game.
Teacher/student discussion about the Kahoot game.
o Questions I will ask students: How would you summarize the video about
Mandalas? (Students will answer that it is a circle with patterns or mention how
they are found in adult coloring books). What is the function of Mandalas?
(Students will answer to help people relax or to help focus peoples attention.)
Show visual examples for students to refer to once they begin creating their Mandalas.
o (Attached to the back)
Pass out materials and rubric for students to use
Begin Mandala demonstration
Allow students time to work individually and ask questions.
Walk around and help struggling students or refocus their attention.
o (Remind them of designs and shapes they can use)
Closure
o [Questions I will ask: How would you improve the Mandala you created
today? (Students answers can vary, but may suggest color or patterns)
Clean-up

Closure
Review over what the class has completed for the day. I will ask them to explain anything that
they are struggling with. I will then ask the students, How would you improve the Mandala
you created today? (Answers will vary) Based on what you know now, how would you
explain a Mandala to others? (Students may describe the origin or how a Mandala can help
relaxation). We will then discuss ways to improve the lesson and if we met the classroom
objectives for the day.

Assessment
Diagnostic:
Ask questions such as, Can you explain what balance is in art? and How would you apply
what you know to create a Mandala? Once the students complete the drawing portion of the
Mandala, I will have them color using a color scheme of their choice. This will activate prior
knowledge of the color wheel. (Objective 3)
Formative:
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I will walk around the room to see the progression of the students. If the students are struggling, I
will show them the examples and find where they are having difficulties. If they still do not
understand, I will pair them with a partner to create an image together using the two-point
perspective method. (Objective 2-3)
Summative:
The students and I will discuss what they knew before the lesson and compare it to what they
know after the lesson. I will ask them questions, How would you improve the Mandala you
created today? and Based on what you know now, how would you explain a Mandala to
others? I will look at their progress and address any issues the following day. (Objectives 1-2)

Materials
Paper, pencil, ruler, eraser, compass, color pencils.
Extended Activities
If Student Finishes Early
If any of the students finish, (in the beginning level), I will have them create a second Mandala
but they will color it using a monochromatic theme. For the second level students, I will require
them to create a more detailed Mandala with intricate design and shading.
If Lesson Finishes Early
If the lesson finishes early the students and I will conduct a critique of the artwork completed.
We will talk about whether the piece is successful or not and why it is so. I will assign students
to a partner, which they will critique their piece.
If Technology Fails
If the projector does not work correctly, I will do an oral presentation on the Mandala and show
examples with printed out images. I will also demonstrate how to create a Mandala in the middle
of the room. Each student will stand around and watch as I demo. My examples are printed, just
in case I cannot show them on the projector.

Post-Teaching
Reflection
The Mandala lesson seemed to be successful for every student. They enjoyed that
Mandalas are found in everyday objects, and that they are simple to create. The video they
watched for the Kahoot! game gave them historical information about Mandalas and how they
are incorporated in religion. Two large groups of students bounced ideas from one another and
created similar ideas. Many created a floral image, but a select few created a Mandala with a
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geometric theme. I required the students to color the Mandala to represent them in some way,
and apply previous knowledge of shading, texture, space, and color theory.

The final pieces that the students created demonstrated a positive message about the
lesson. I struggled to create a media presentation that would engage student learning and keep
them entertained with the activity. I decided to use Kahoot! because the students were already
familiar with the platform, and I could make a game out of it. The students knew that whoever
won the Kahoot! game, they would receive an additional five extra credit points. Everyone
would receive five, but knowing they could earn ten helped keep them engaged. All of the
students participated, and they enjoyed the video that was attached with the Kahoot! game. I
decided to present the video before the game, and it was only two minutes long. Then, while
students signed into Kahoot! the video would play a second time. This idea was successful
because it gave students two opportunities to hear facts that would relate to the Kahoot!
questions.
Overall, the lesson was successful, but I believe that everything can be improved. Mrs.
Thomas had compasses that I could use for the Mandalas, but they did not work well and
students had to share with each other. However, I came up with an idea for students to trace
circles from objects and stencils, if they kept them centered with one another. This tactic did not
work as well, (notice from a few examples), but they overall image was not terrible. In my future
classroom, I will know ahead of time whether my tools will work for the students. I will also
have more stencils and objects prepared in case some students struggle with the compass.

While the students worked independently, I walked around the classroom to assess their
progress. A group of girls all created a flower using the Mandala technique, which was
interesting to see. I asked them why they chose to create these images and they responded with,
My phone case has one., I saw this image in an adult coloring book, or The example on the
board inspired me. The visually impaired student finished stronger with this project, and I
believe she did because it related to a previous lesson from earlier in the week. I enjoyed seeing
the students work, but they usually work to finish throughout the week. I notice that if I am not
there, they forget to finish their projects. Im not sure how I can improve their performance,
since it is not my classroom. Mrs. Thomas gives students plenty of time to work and finish
assignments, but she never sets an official due date. For my future classroom, I plan on setting a
due date, and if I notice that students need extra time, I will give them a short extension.

Mrs. Thomas evaluated my lesson and mentioned that she has not seen her students so
engaged in an art lesson. She noted that the students enjoyed the Kahoot! game and that most of
them produced nice, completed work. During our conversation, she mentioned that I needed to
seem more confident with my understanding of the content. She understood that I knew the
content, but my voice seemed quiet in certain areas, but overall I projected my voice for all
students to hear.
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Data Based Decision Making (If Needed)


I created a rubric for students to follow to create their Mandala. This rubric is a simple
check list that emphasized certain aspects I expected students to use. When distributing the
rubric, I reminded each student that I will be using it to grade their final piece. I also repeated my
expectations verbally for those who struggle with reading or have a visual impairment. If
students had questions, they could raise their hand and ask or talk to their neighbor.

Using this rubric helped keep students organized with their Mandala. If they could not
remember my verbal expectations, they could refer to the rubric. Some students would raise their
hands to ask questions about the expectations, but that was to be anticipated. To prevent some
questions that were asked, I plan to revise the rubric to include mini examples of each
expectation. Even though I did a step-by-step demonstration, some students struggle to
remember the information.

Overall, the students used the rubric but missed a few expectations. Two or three students
did not center their circles, so their Mandala seems slightly off. Around five students struggled
with creating interesting detail, but their Mandala was symmetrical. The student with a visual
impairment struggled with keeping the circles centered, but she created interesting detail for each
section. These sections are not completely symmetrical, but it is difficult for her to see that the
detail was uneven. She chose vibrant colors that complemented each other, so she followed a
color scheme. I also noticed that some art two students did not follow the rubric as well as art
one students. Mrs. Thomas then informed me that the counselors placed a few students (she did
not say which ones) into art two because they needed an easy class to graduate.

For future lessons with Mandalas, I plan to pass the rubric out and review over it before
my demonstration. This will give students the opportunity to understand what to expect when
creating a Mandala. They can also write notes to help them remember specific details. I also plan
to include small examples beside each expectation to help students who are visual learners. For
higher level art students, I will create a more detailed rubric with higher expectations. I will
review that rubric and explain why I have higher expectations from them. In the future, I plan on
students turning in their rubric and marking which areas they covered in their piece. I can
compare their marked rubric, and explain whether they followed it correctly or incorrectly.
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Mandala Expectations Rubric!


Below is a list of must haves for this Mandala. Check off each part while creating
the Mandala. If every part is marked, you should have a perfect Mandala.

I. Must create at least four circles for the base of the Mandala. (Begin by

making a standard circle and layering larger or smaller ones around the first

circle)

II. Divide the Mandala base into four even and centered spaces. (This will help

keep the flow of the Mandala.)

III. Create interesting detail to repeat in each section.

IV. Erase any extra lines that are not needed.

V. Choose colors that reflect your personality or follow a color scheme.